This thesis is based upon ethnographic fieldwork carried out in and around three secondary schools and Tahrir Square in urban Cairo between October 2009 and December 2011. It explores the lives of young Egyptians at the time of their secondary schooling and the Arab spring through examining the contradictions and ambivalence of the coming of age for middle class young people inside the school and in the wider everyday life in urban Cairo. This thesis seeks to understand, by examining the social theory on the tension between structure and agency, the way through which disciplinarian interventions enable youth's articulation of critical dispositions and forms of resistance. This thesis, whilst it embarks by looking at the deterioration of the formal schooling system in Egypt after thirty years under Mubarak's rule, examines the extent to which the everyday educational studentship circumstances had constrained the sorts of subjects that Egyptian youth could become and which would constitute them as young and educated in contemporary Egypt. Whilst education, in its broader meaning, emerged as being undeniably crucial for young Egyptians' project for social mobility, secondary schools are presented not as venues for socialisation or reproduction of inequalities but rather as an ambivalent and contradictory resource. The young Egyptians who were the subjects of this thesis negotiated meritocratic aspirations at the intersections of their transversal educational circumstances, and the norms of patriarchy and subordination of their wider everyday life. The forms of exclusion and tension about the future have affected young Egyptians' articulation of their critical dispositions of hopelessness and ambivalence. Their engagement in the Tahrir riots and occupational actions and demanding their right to the city, manifested their emerging political consciousness and capacity to produce new spatial meanings and practices.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 427-434).

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 26, 2006. Dissertation Committee: Dianne E. Ashby (chair), James C. Palmer, Albert T. Azinger, William Rau. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.

This thesis is an ethnographic investigation into how Pentecostalism impacts on the religious, family and work life of Nigerian migrants in London, and overall how such religious engagement shapes informants' relationship with the United Kingdom. It brings together the study of migration, Pentecostal Christianity and gender relations. The thesis focuses on the members of the Redeemed Christian Church of God (RCCG). The RCCG is one of the biggest Pentecostal churches in Nigeria, where it has developed into a significant social and political player and has spread worldwide. In London, the RCCG caters for a good portion of the local Nigerian Christian community. The RCCG is part of a transnational social and moral field that I term ‘London-Lagos', which Nigerian migrants inhabit. RCCG members' relationships in church, with significant others and with wider society are embedded in power relations – relations that are mediated and rendered meaningful by a Pentecostal morality. The negotiation of moral authority is therefore central theme in this thesis. I trace how it shapes and is shaped by church doctrines and wider British society. The central modes employed to mould Pentecostal Nigerian selves in London are self-discipline, the dialectic of submission and responsibility, and the disciplining of others. Such dynamics around Pentecostal authority are crucially articulated in gendered terms. Hence, they are investigated in relation to gendering processes in singlehood, marriage and the raising of children. The requirements of non-Pentecostal contexts such as wider British society and state institutions sometimes contradict this three-fold way of becoming a morally sound Pentecostal. To navigate this tense and morally complex situation RCCG members tend to employ skills (‘smartness') they have obtained in Nigeria.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-03-30T19:13:42Z No. of bitstreams: 1 Priscylla K. M. C. S. de God¿i.pdf: 1159062 bytes, checksum: 23bac41fc4410cef46bec09a2b13c9e6 (MD5) / Made available in DSpace on 2015-03-30T19:13:43Z (GMT). No. of bitstreams: 1 Priscylla K. M. C. S. de God¿i.pdf: 1159062 bytes, checksum: 23bac41fc4410cef46bec09a2b13c9e6 (MD5) Previous issue date: 2013-12-18 / Universidade Católica de Santos - Católica de Santos / The main aim of this work is to understand the teaching expertise of Brazilian High School Philosophy teachers, with regard to training requirements and teaching practices. Based on the philosophical ideas developed in the Brazilian historical educational context by Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) and Palma Filho (2011), and an analysis of official documents (BRASIL, 1998, 1999, 2002 and 2006; SÃO PAULO, 2008, 2011), this work discuss the current status of Philosophy as a subject in official documents and in the curriculum of São Paulo schools. It also has its foundations in theoretical references such as Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) and Gallo (2012), in respect to teaching and the Philosophy teacher, in addition to those authors who deal with teacher training, knowledge and practice, such as Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) and, above all, Gimeno Sacristán (1995), regarding the established practice system. The research follows a methodological approach of a qualitative nature, using a questionnaire to interview 25 Philosophy teachers from private and public schools in São Paulo State. All collected data was analyzed using the content analysis technique (BARDIN, 2011), and regrouped into six thematic axes: academic training, knowledge of the documents which form the basis of the teacher¿s work; the perception of teaching, the perception of the teaching reality; techniques and practice and continued professional training. The results show: 1st, knowledge related to professional training (for those who do not have a specific graduation in Philosophy); subject expertise, which relates theory and practice and is the fundamental basis for pedagogical action, curriculum knowledge which reveals the importance of actions inside and outside the classroom; and experiential knowledge, which forms the basis of and accompanies the process of teacher training, experience and performance; 2nd, knowledge acquired during training and educational practice, which constitutes a professional identity for this teacher; and 3rd, the need to reflect on how to overcome difficulties regarding school structure, work conditions, investment in continued training and the use and improvement of new technology. / Este trabalho tem como objetivo geral compreender quais saberes docentes estão presentes na percepção dos professores de Filosofia de Ensino Médio, de acordo com as necessidades de formação e a prática de seu ensino. Fundamentando-se nas ideias filosóficas desenvolvidas no contexto histórico educacional brasileiro, referendadas por Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) e Palma Filho (2011), assim como na análise de documentos oficiais (BRASIL, 1998, 1999, 2002 e 2006; SÃO PAULO, 2008, 2011), este estudo discute a presença curricular do ensino de Filosofia na Proposta e no Currículo do Estado de São Paulo. Também, baseia-se em referenciais teóricos como Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) e Gallo (2012), no que diz respeito ao ensino e ao professor de Filosofia; além daqueles que tratam da formação de professores, dos saberes e práticas docentes, tais como Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) e, em especial, Gimeno Sacristán (1995), ao abordar o sistema de práticas aninhadas. A pesquisa adota uma abordagem metodológica de caráter qualitativo, utilizando-se de um questionário aplicado a vinte e cinco professores de Filosofia da rede pública e privada do Estado de São Paulo. Os dados coletados foram analisados, também, por meio da técnica da análise de conteúdo (BARDIN, 2011), e redimensionados em seis eixos temáticos, abrangendo: a trajetória de formação; o conhecimento sobre os documentos que amparam o trabalho do professor; a percepção da docência; a percepção da realidade docente; as ações de sua prática; e a formação continuada. Os resultados indicam: 1º saberes relacionados à formação profissional (para os que não possuem graduação específica em Filosofia); saberes disciplinares, que relacionam a teoria com a prática, sendo determinantes para a atuação pedagógica; saberes curriculares, que revelam a importância de ações intra e extraclasses; e saberes experienciais, que fundamentam e acompanham o processo de formação, experiência e atuação docente; 2º saberes impressos na formação e na prática educativa, que constituem uma identidade profissional para esse professor; e 3º a necessidade de refletir sobre a superação das dificuldades quanto à estrutura das escolas, às condições de trabalho, aos investimentos da formação continuada; e ao uso e aprimoramento das novas tecnologias.

Research by design refers to the design of architectural research as an integral part of architectural design processes. In 1980s, it emerged as a third way in design research that was dominated until then by the methods of natural sciences and humanities. With this new formulation of design research, a methodological and epistemological transformation occurs, leading to the integration of practical knowledge into architectural research. The primary epistemological question transforms from knowing what design is and knowing how to design to knowing what through the act of design. The integration of the act of design in research transforms the status of design in design research from being an object of inquiry to being a research approach. In the literature on research by design, this transformation is often related with Donald Sch&ouml / n&rsquo / s conceptualization of &ldquo / reflective practice.&rdquo / The main discussion of reflective practice is primarily methodological rather than epistemological. Although it provides methodological insights, it is not sufficient to constitute an epistemological basis for research by design. Thus, the epistemological basis of research by design has not yet been adequately defined. In this study, the notion of &ldquo / reflective practice&rdquo / is investigated in a broader context relating it to its sources in the concepts of &ldquo / tacit knowledge&rdquo / and &ldquo / action research.&rdquo / A conceptual framework for research by design is constructed by relating these concepts with the discussions on research by design and with practical philosophy, the implications of which has remained rather uninvestigated in this context. Aristotle&rsquo / s elaboration of knowledge generation in action and the concept of phron&amp / #275 / sis (practical knowledge, prudence, or practical wisdom) constitute the underpinning of this conceptual framework. The conceptual framework that is constructed on the basis of the key concepts in practical philosophy is discussed in the context of architectural design education. When architectural design education is formulated as a process of research by design within this framework, knowledge generated in the educational design processes promises not only to improve the particular educational context and architectural education but eventually to contribute to architectural knowledge.

Treball de recerca sobre els factors que poden afavorir els àmbits de coneixement silenciós o no conceptual. Consisteix en una primera fase de delimitació de l'àmbit d'estudi, el coneixement silenciós, a partir de la proposta filosòfica d'Eugenio Trias; en concret, del concepte de "condició fronterera", que apunta a la doble possibilitat humana de coneixement. S'analitzen, a continuació, una mostra significativa de referències al coneixement no conceptual (del món de l'art, principalment) i a com es treballa en el marc d'aquest mode de coneixement. El silenci de la relació subjecte-objecte com a relació cognoscitiva recolzada en preconceptes, apareix com a una constant. Per això la investigació es centra, aleshores, en l'exploració del cultiu del silenci de les capacitats cognoscitives. I com a part dels resultats obtinguts, proposa una lectura dels mestres de l'experiència mística des de la perspectiva del silenci ("des-subjecció", a l'obra de Trías) de les capacitats cognoscitives humanes. / Trabajo de investigación sobre los factores que puedan favorecer el conocimiento silencioso o no conceptual. Una primera fase la constituye la delimitación del ámbito de estudio, el conocimiento silencioso, lo que se hará con la ayuda de la propuesta filosófica de Eugenio Trías y, muy especialmente, de su concepto de "condición fronteriza", que da razón de la doble posibilidad humana de conocimiento. A continuación se analiza una muestra significativa de referencias al conocimiento no conceptual (de artistas, en su mayoría) y a cómo se trabaja en ese ámbito. El silencio de la relación sujeto-objeto como relación cognoscitiva sostenida sobre preconceptos, aparece como una constante. Lo que lleva a la investigación hacia la exploración del cultivo del silencio de las capacidades cognoscitivas. Y a proponer, finalmente, una lectura de los maestros de la experiencia mística, desde la perspectiva del silenciamiento ("des-sujeción", en Trías) de las capacidades cognoscitivas humanas. / This research studies the components that favor the achievement of non-dual or silent knowledge. The first phase of the study is to establish the limits of silent knowledge. This will be possible thanks to Eugenio Trias' philosophy, specially his concept of "border condition" which develops the double possibility of human knowledge. In the second part of the paper, I study non-conceptual knowledge and how it functions in the statements of different artists and the operating way of this knowledge. In this research the relation between the subject and the object is constantly silent in the cognitive dynamic. Therefore, I explore how to foster the silence of the cognitive capacity and propose a hermeneutic approach to the masters of the mystic experience from the perspective of "detachment" from the cognitive capacities. ("des-sujeción" in Trias terminology).

The study goes beyond knowledge existing in the literature study of the philosophy and theory of knowledge, knowledge management, African knowledge and the management of knowledge by African institutions, including the peace and security architecture of Africa, to reveal a coherent conceptual framework and themes to guide the field research. During the field studies of specific cases in the Great Lakes region of Africa, principles and practices emerged that formed a framework for a constructed Trans-dimensional Knowledge Management Model (TDKM-M) to develop a theoretical model for the management of knowledge for conflict resolution as the first step towards the revival of Africa. The study proposes practical solutions for the management of knowledge that would empower decisionmakers to intervene successfully in conflict situations. Furthermore, the study serves to expand the knowledge base in the field of trans-disciplinary African studies, transcending the boundary between political science and epistemology to navigate the middle ground between disciplines and the space that lies beyond all disciplines and dichotomised thinking towards a new holistic understanding. A systems approach using MIT (multi-disciplinarity, interdisciplinarity and trans-disciplinarity) and qualitative research methodology on a transnational level was followed. The study consists of a literature study and a field study consisting of a pilot study, semi-structured interviews and participation in communities of practice to access the worldviews of diverse cultures. An observable knowledge dimension, consisting of a normative foundation, empirical knowledge domain and analytical knowledge domain, is identified. Furthermore, a tacit metaphysical knowledge dimension is identified that is informed by the observable dimension. The two dimensions transacts with each other to attain a higher level of trans-dimensional knowledge. The TDKM-M proposes principles and practices of how trans-dimensional knowledge, including indigenous African knowledge and external knowledge, can be managed in a collective middle ground to produce holistic understanding. This higher level of understanding can activate intervention into the causes and consequences of conflict. Innovation of African society could follow, achieving desired outcomes such as peace, justice, human rights, self-empowerment and innovation towards transformative growth, competitiveness and negotiate equilibrium with the global community, and ultimately the revival of Africa. / Political Sciences / D. Litt. et Phil. (Politics)

The study goes beyond knowledge existing in the literature study of the philosophy and theory of knowledge, knowledge management, African knowledge and the management of knowledge by African institutions, including the peace and security architecture of Africa, to reveal a coherent conceptual framework and themes to guide the field research. During the field studies of specific cases in the Great Lakes region of Africa, principles and practices emerged that formed a framework for a constructed Trans-dimensional Knowledge Management Model (TDKM-M) to develop a theoretical model for the management of knowledge for conflict resolution as the first step towards the revival of Africa. The study proposes practical solutions for the management of knowledge that would empower decisionmakers to intervene successfully in conflict situations. Furthermore, the study serves to expand the knowledge base in the field of trans-disciplinary African studies, transcending the boundary between political science and epistemology to navigate the middle ground between disciplines and the space that lies beyond all disciplines and dichotomised thinking towards a new holistic understanding. A systems approach using MIT (multi-disciplinarity, interdisciplinarity and trans-disciplinarity) and qualitative research methodology on a transnational level was followed. The study consists of a literature study and a field study consisting of a pilot study, semi-structured interviews and participation in communities of practice to access the worldviews of diverse cultures. An observable knowledge dimension, consisting of a normative foundation, empirical knowledge domain and analytical knowledge domain, is identified. Furthermore, a tacit metaphysical knowledge dimension is identified that is informed by the observable dimension. The two dimensions transacts with each other to attain a higher level of trans-dimensional knowledge. The TDKM-M proposes principles and practices of how trans-dimensional knowledge, including indigenous African knowledge and external knowledge, can be managed in a collective middle ground to produce holistic understanding. This higher level of understanding can activate intervention into the causes and consequences of conflict. Innovation of African society could follow, achieving desired outcomes such as peace, justice, human rights, self-empowerment and innovation towards transformative growth, competitiveness and negotiate equilibrium with the global community, and ultimately the revival of Africa. / Political Sciences / D. Litt. et Phil. (Politics)